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udents, and found that when theyparticipated in oral English training, they seldom showed the enthusiastic feelings,and the classroom atmosphere was not very active. The students generally held poororal English communication skills. Some of them got the low English scores atprimary school and ignored the importance of learning English, even refused to speakEnglish. The author's school is located in urban and rural combined zone and theprimary schools around it are the uneven levels in English teaching. The students'English performances were vary widely after entering middle school. Compared withurban students, they also had different learning methods. Through investigation, theauthor found many problems on oral English teaching and learning in her school. Theauthor often encountered such of phenomenon. Some students had good scores forhomework and examinations, but in class they did not like raising their hands toanswer the questions and did not like to speak English. Some students got very goodscores in writing English, but held very poor spoken ability. In the oral Englishpractice, some students conceived the very good contents in mind, when they openedthe mouth, they could not describe what they were thinking. Some students spokeEnglish fluently with quick thinking in free time, but in a formal speech, they oftenexpressed hesitatingly and tongue-tied.

Chapter One Literature Review

This chapter can be subdivided into two sections. The first section deals with thebasic concepts of oral English teaching, new curriculum standards' requirement fororal teaching and oral teaching comparison at middle school and primary school. Thesecond section presents the second language teaching researches and findings abroadand in China.

1.1 Basic Concepts of Oral English Teaching

1.1.1 Definition of Spoken Language and Spoken Ability
What was spoken language? Spoken language was the basic language tool usedfor oral communication, and also was the earliest form for humans to understand theworld. Every day people communicated with each other and exchanged informationby spoken language. So it was the inseparable part for human being at all times. Theoral communication or expression played an important role for development andprogress of human society. As the teachers at middle school, we should pay attentionto oral English teaching and enhance the students' spoken ability and try to improvethe quality of oral teaching. (Zhu Minghui, 2009)(Du Shichun,2009) pointed out that the spoken language was the oralcommunication activity through using oral language to express thoughts. Throughreading and listening, it required to obtain knowledge, information and language.After thinking, on the base of the original knowledge and language, it processed andrestructured the content of the obtained language, made the new contents, then output,thus finished the communication process.
Spoken ability (Liu Zhiquan, 2006) was the ability of communication by orallanguage. It involved six subsystems: voice, vocabulary, grammar, pragmatics,rhetoric and communication strategies. Spoken ability mainly showed the followingaspects: (1) clear and correct pronunciation; (2) correctly used accent, rhythm andintonation; (3) chose the vocabulary that listener could understand and was suit forconversation topics; (4) according to the meaning of the expression, accurately chosethe tense a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。